1. Lesson Plan: Phonemic awareness
Mirna Luna
Texas Women’s University
EDBE 5453

2. Introduction
Purpose: The purpose of this lesson is to teach English Language Learners phonemic awareness in their native language in order for them to increase English language acquisition and reading skills. Research studies reveal that when English Language Learners (ELLs) build phonemic awareness in their native language this leads to gains in their English reading skills (Yopp & Staplaton, 2008). This is extremely important because reading is the foundation of the development of children.

3. introduction
Critical Literature Review Connection: This lesson plan is directly related to helping English Language Learners (ELLs) establish a good foundation in their native language. Phonemic awareness gains take the form of increase word recognition and comprehension. Given the number of ELLs in the United States, it is important to understand how and when the ability to understand the sound of spoken language transfers from one language to the other. In my critical literature review paper I explored the strengths and weaknesses of bilingual programs. As an educator, is it important to know the benefits of establishing phonemic awareness in ELL’s native language.

4. Lesson plan topic: phonemic awareness 1st grade

5. Content objectives Content Objective
Students will be able to recognize letter sound, blend sounds, segment syllables and make new words.
Students will learn relationship between sounds and letters of the English language
Students will be able to sound out words (decoding)
Students will be able to recognize sound letter relationship
Language Objective
Students will be able to sound out all the letters in the alphabet.
Students will learn how to bled sounds into words.
Students will identify what makes up a syllable and how to recognize them within words.
Student will demonstrate how to sound out new words.

6. ELPS Language Arts, 1st grade
(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
(A) Learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words;

7. TEKS
TEKS:
2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition.
A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation.

8. materials Letter alphabet A-Z index cards with pictures
Phonological awareness book activates for daily use
Alphabet letters and sounds YouTube video songs
Alphabet book with letter A-Z with pictures
Graphic organizing (bubble map)
PowerPoint
Construction paper
Scissors
Pencils
Color markets and crayons
Syllabus worksheet

9. Step-by-step Procedure:
I will begin by stating the learning target to the students. I believe that if the students are aware of what their goal is, they are able to collaborate in their learning.
Everyday I will let my students know what is the goal for that day. For example, if they are learning only a few letters and the letter sounds I will make sure they are aware of their own learning accomplishments. I will also reinforce their accomplishment as they improve.
I will then assess the students on their prior knowledge and build upon what they already know.
I will use a KWL chart to check on their prior knowledge and build upon what they already know.
Once I know where they are I will figure out a good starting point for the entire class. If some is behind, I will try to catch them up by helping them individually.
I will teach according to each individual’s need. I will also have time to meet with each students to keep a record of their progress.

10. Procedures continued
I will introduce a song for them to learn their letter sounds.
Young children learn by singing, therefore I will teach them neww songs using the website YouTube. I will also reinforce singing and creating new songs to learn letter sounds.
I will monitor their progress and make cards to teach them how to blend the sounds.
Once they learn the letter sounds. I will make small card for them to practice blending sounds. For example –ba, -be, bi, bo, bu. I will do this with consonants and vowels
After they recognize their sounds I will read words to them in order for them to recognize the syllables.
Once they are able to recognize the sounds of letters and syllabus, I will introduce small words. Introducing small words will help them blend individual sounds. During each activity I will introduce different games because children learn to play.
Finally, I will have them recognize new words on their own. They will be able to put syllables together to make new words. 
This will be practice task for them. Students will be able to read small words on their own. Eventually, they will be able to manipulate, reflect on, and experiment with sounds in their native language.

11. Assessment
Throughout the lesson informal assessment will be done. I will be checking for students’ word pronunciation.
During guided reading is another opportunity to informally assess each students depending on their reading level.
I will also create a chart with vowels and consonants in which the students will help me by sounding out each word and reading each syllable.

12. conclusion
This lesson will give ELLs the opportunity to learn phonic awareness in their native language. Bilingual education is crucial for ELLs because it provides the foundation needed for their success. ELLs should not have a limited education or a “water down’ education in which they cannot express themselves and flourish to their full potential. ELL need playful experiences with the sound of spoken language and be able to communicate those experiences daily, this will build up their phonemic awareness.